Ensino de Ciências na Educação de Jovens e Adultos: uma intervenção pedagógica de (re)leitura dos impactos ambientais

Abstract

The present dissertation had as general objective to analyze the (re) construction of knowledge made by the students of the Young and Adults’ Education (EJA) on the environmental impacts through a pedagogical intervention that culminated with the production of fanzines. Standing before several difficulties daily faced in the science classes at the EJA, we proposed, in this qualitative research, to discuss the contributions of the didactic strategy of fanzines production by the students during Science classes, in order to make them learn about the environmental impacts, starting from the following research problem: how do students from Youth and Adult’s Education (re) construct their knowledge about environmental impacts through a pedagogical intervention? We developed a didactic sequence that culminated with the production of fifteen fanzines by the students of the EJA. We selected five fanzines for this analysis, as well as interviews with the authors of the chosen material. We have organized this dissertation, in a sequence of five texts, between articles and complete works, which aggregate the data and analyses of the present research, as well as the didactic sequence entitled "Environmental Impacts: What Do I Have to Do With It?" that consisted of the educational product generated from the present investigation. We understand that the learning of science must be given in a meaningful and not mechanical way, bringing scientific knowledge closer to the learners’ reality. We acknowledge the fanzine is an instrument for knowledge systematization and it has great potential in science classes, where the subjects expressed various knowledge about the environmental impacts, such as: environmental preservation, types of pollution, deforestation, forest fires and animals extinction in the environment where they live. Thus, the didactic sequence with the fanzines production has shown itself as a way to meaningful learning, by valuing the previous knowledge of the subject-authors and raising their self-esteem.